Many parents help their children learn math, which is just a few boring math problems, so that children can easily get bored and feel uninterested in math. How much is 3+7? How about 7+3? How about 8+2? At this time, if you supplement the question in turn: Are those two numbers 10? How many such formulas are there? How to judge that you have finished writing? Is it regular? Let children find the rules: 0+ 10, 1+9, 2+8, 3+7, ..., 10+0, and then put forward that the sum of those two numbers is equal to 1 1? How many such expressions are there? Then it is put forward that the sum of two numbers is equal to 100, and this formula can be supplemented by several lines. These questions can cultivate children's ability to explore mathematical laws.
Sometimes, when you are busy doing housework, the child asks you to give him a problem to do. You can draw a geometric figure on paper and let the children talk about it. For example, draw a circle and let the children imagine. Some children say it looks like pie; Like a full moon; Like the buttons of mom's beautiful coat. As long as it is round, no matter what you say, the more you say, the better. This can cultivate children's imagination and observation.
2. The questions compiled for children in daily life can make children experience life and enrich their life knowledge.
Keeping goldfish is children's favorite thing. In order to let the children do subtraction, you can make up "There are 5 goldfish in the goldfish bowl, one is dead, how many are left?" A child who has had experience in keeping goldfish may not simply answer four questions, but want to ask if this dead goldfish has been fished out. So he has two answers: four or five. Thinking about such problems can cultivate children's habit of thinking about problems in an all-round way.
At the dinner table, if there is a very rich dish, let the children be divided into two categories. It is up to the children to decide which method to divide it. Especially when there are many children, the enthusiasm will be higher. There are many ways of division: such as squeezing, plant division, seafood or non-seawater division, cooking and soup division; Cold dishes and hot dishes are classified. Parents should make appropriate tips to let their children learn a little classification thought and enrich their life knowledge.
I bought a bag of mung beans at home and asked the child: Do you know how many mung beans are in this bag? If you count one grain at a time, of course it's troublesome. Can you think of a good way? (For example, first weigh one or two mung beans, count the grains of one or two mung beans, and then weigh the total weight of this bag of mung beans to calculate the grains of this bag of mung beans. How to know the thickness of each page of a book can help children master the method of solving problems.
3. Parents should not give answers to questions that can be operated by hand, so that children can operate, experience and comprehend.
In order to test children's intelligence, parents will ask their children: a rectangular piece of paper has four corners. How many corners are left after cutting one corner? Children will blurt out, three. At this time, parents should not tell their children the answer, but let them cut it themselves. When I cut it, I found five corners. Keep cutting and see if you can cut three. This joy goes without saying when the child cuts three corners along the diagonal.
As shown in the picture, when taking the children for a walk, they should have walked from A to B and B and then to C, but the children crossed from E to F in the flower bed. Ask him why he left like this. The child said: near! How do you know it's nearby? Let the children go home and draw a picture, measure it and compare the length of EB+BF with that of EF. Draw triangles with different shapes, and do it several times to make children understand that "the sum of any two sides of a triangle is greater than three equal sides".
Children have seen retractable sliding doors or security window. These doors or windows are quadrangular in structure. Ask them why they don't make triangles but quadrilaterals. Let the children form a quadrilateral and triangle with bamboo sticks, and then press them to see if they will be deformed. Let children understand "triangle stability" and "quadrilateral instability". Do it yourself and think for yourself, and you can understand some conclusions and lay the foundation for invention.